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Showing 4 results for Prenatal Education
The effect of solution-focused counseling group therapy on pregnant women worries: A randomized clinical trial.
Razieh Karrabi , Maryam Farjamfar, Foroughossadat Mortazavi, Ali Mohammad Nazari, Shahrbanoo Goli,
Volume 17, Issue 0 (4-2020)
Abstract
Background: Pregnancy is one of the enjoyable and evolutionary aspects of women’s lives. In addition to being enjoyable, pregnancy is usually stressful. Counseling is one of the most appropriate interventions for decreasing worries and anxiety. Solution-focused counseling is a short-term treatment which focuses on positive and healthy aspects of liferather than problems and illnesses. In this regard, instead of focusing on shortcomings and disabilities, the therapist focuses on resources and abilities of the clients. This study was conducted to determine the effect of solution-focused counseling group therapy on pregnant women’s worries.
Methods: This clinical trial was performed on 108 pregnant women who met the inclusion criteria: mothers aged 15-45, first pregnancy, gestational age of 6 to 19 weeks, reading literacy and worry score ≥ 55, from May to September 1397. The study was conducted at Sabzevar University of Medical Sciences and Reyhaneh Beheshti Obstetrics Consultation Center.
 The subjects were randomly assigned to 4 blocks in two groups namely intervention group (5 sessions of solution- focused consultation) and control group regarding prenatal care (individual and psychological health education, sex, nutrition, breastfeeding, etc ...). Demographic and obstetric information were completed before the intervention. Concerns of pregnant women were evaluated before, after, and two months after the intervention with the Farsi Cambridge Worry Scale. This scale measures pregnant women's concerns about social medical status, socioeconomic status, maternal and neonatal health, childbirth, and relationship with spouse and others. There were graded scales on a 6-point Likert scale including: “not worried” (0) to “I am deeply concerned about” (6). The data were analyzed using t-test, chisquare, and repeated measure analysis of variance through SPSS software version 22. A P value less than 0.05 was considered as statistically significant.
Results: The mean score of women’s worries before the beginning of the study in the intervention and control group were (58.9 ± 5.9) and (58.8 ± 4.37) respectively. After intervention, these values were 34/6 ± 3.13 and 57.7 ± 8.78. Two months after the study, these values were 31.1 ± 10.1 and 54.6 ± 10.9 respectively. The analysis of variance with repeated measurements showed that pregnant women’s concerns about childbirth, fetal health, maternal health, and family relationships significantly reduced after the intervention and two months later. Women’s worries regarding socioeconomic issues did not significantly reduce after the intervention and two month later in comparison with the control group )p = 0/563).
Conclusions: A solution- focused consultation is an effective way to reduce pregnant women's concerns about maternal, maternal health, delivery, and family relationships and can be used in conjunction with pregnancy care.

Effects of a Parenting Preparation Course on Preferred Mode of Delivery, Fear of Childbirth, and Perception of Traumatic Childbirth in Midwifery Students
Ezgi Şahi̇n, Saadet Yazici,
Volume 19, Issue 2 (9-2022)
Abstract
Background: The research was carried out to examine the effect of a parenting preparation course given to midwifery students during an academic semester on the preferred mode of delivery, fear of childbirth, and traumatic birth perception.
Methods: This was a quasi-experimental study with a pretest-posttest design that included 47 second-year students enrolled in the parenting preparation course. Students took the parenthood preparation course, 2 hours a week, for 14 weeks. Data were collected using a descriptive information form, the pre-pregnancy fear of birth scale, and the perception of traumatic birth scale. Paired t-test and chi-square test were used to evaluate intragroup and intergroup differences. The data were analyzed using SPSS 22.0 software at a statistical significance of 0.05.
Results: The mean age of the students was 20.13±0.67 years. The mean score of pre-pregnancy fear of childbirth was 40.46±9.37 in the pretest and 23.61±6.79 in the posttest. In addition, the mean score of traumatic childbirth perception decreased from 77.34±25.15 in the pretest to 39.44±13.78 in the posttest. The number of students who preferred cesarean section decreased significantly, while the number of students who preferred vaginal delivery increased after the preparation course.
Conclusion: Parenting preparation classes can contribute to the reduction of fear of childbirth and the perception of traumatic childbirth in women.

Maternal-Fetal attachment in unplanned pregnancies following an antenatal training program: A Randomized Clinical Trial
Parastou Mahmoudi, Marjan Ahmad Shirvani, Forouzan Elyasi, Aliasghar Nadi,
Volume 21, Issue 1 (4-2024)
Abstract
Background: Women have less interaction with the fetus in unplanned pregnancies. This study aimed to determine the effect of an antenatal training program on maternal-fetal attachment in unplanned pregnancies.
Methods: This single-blind clinical trial was performed in the north of Iran in 2019. By simple randomization, 76 mothers with unplanned pregnancies were allocated to the intervention and control groups. Mothers in the intervention group attended three sessions (90 minutes per session) of training based on interaction with the fetus in small groups. The control group only received routine care. Data collection instruments included a demographics checklist, London Measure of Unplanned Pregnancy, and Cranley’s Maternal-Fetal Attachment scale. Descriptive statistics, Chi-square, Fisher’s Exact test, t-test, analysis of covariance, and multivariate analysis of variance were used for data analysis.
Results: The mean difference of maternal-fetal attachment before and after training was 3.41±2.08 (P=0.112) in the intervention group and 3.96±2.17 (P=0.078) in the control group. However, the differences between and within groups were not significant. The differences in the subscales of attachment with the fetus were not also significant between the groups after the intervention. Although the post-intervention attachment score for unwanted pregnancy was lower than mistimed pregnancy in the intervention (mean difference: 14±3.61) and control groups (mean difference: 3.70±1.87), it was not significantly different based on the type of pregnancy between the groups.
Conclusion: Maternal-fetal attachment training did not boost interaction with the fetus in mothers with unplanned pregnancies; thus, deeper psychological interventions are needed.
 
Enhancing antenatal knowledge through gamification: Evaluating the pregnant mother game application, a level 3 research and development
Lisnawati Lisnawati, Rani Widiyanti, Pepi Hapitria, Dena Latif Setiawan,
Volume 21, Issue 2 (6-2024)
Abstract
Background: The Pregnant Mother Game application is designed to enhance midwifery services, particularly for online antenatal classes. It is developed by experts in learning media and presented in a game format. The objectives of this research are to develop apps for antenatal classes and to assess how well these applications increase mothers' knowledge.
Methods: It is a level 3 Research and Development, which is developing and refining products. The participants were selected using a purposive sampling technique. Limited trials of the application, which is downloadable on Android devices, were carried out with 10 first-time pregnant women in Cirebon City, Indonesia. Data collection tools included a questionnaire for experts and mothers. Data were analyzed using IBM SPSS Statistics 16, with univariate analysis employing a frequency distribution and bivariate analysis utilizing the Wilcoxon test. The significance level was set at 0.05, with a 95% confidence interval.
Results: The material experts’ qualifying test yielded a score of 85% (very decent), and the media members' score was 84.4% (very decent). There was a 50% increase in the mean knowledge value. The pretest score ranged between 10 and 25, while the posttest score ranged between 25 and 29. The use of the application was correlated with increased knowledge score, and the correlation coefficient was significant at 0.05.
Conclusion: The program can be used as an effective technology medium for conducting online classes for mothers. The mothers’ knowledge significantly improved after taking online classes with the application.
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